Loose  Leaf  Outlines 


FOR  A COURSE  OF  STUDY 
IN  THE 

Choice  and  Use  of  Books 


Loose  Leaf  Outlines 

For  a Course  in 

The  Choice  and  Use  of  Books 


By 

Florence  M.  Hopkins 

Librarian 

Detroit  Central  High  School 


Colleges,  while  they  provide  us  with  libraries, 
furnish  no  professor  of  books;  and,  I think,  no 
chair  is  so  much  wanted. 

Emerson;  Conduct  of  life;  Books. 


The  Willard  Company 
479  Sixth  Street 
Detroit,  - Michigan 


PREFACE. 


The  plan  of  the  accompanying  outline  is  to  give,  in  notes  only,  the  main 
points  of  a brief  course  in  the  “Choice  and  use  of  books.”  A book  entitled 
“Reference  guides  that  should  be  known,  and  how  to  use  them”  constitutes  the 
basis  for  practical  drill. 

An  effort  has  been  made  to  give  the  course  a literary  as  well  as  a practical 
feature.  To  this  end  frequent  references  are  made  to  selections  in  the  Harvard 
Classics  which  give  an  atmosphere  or  feeling  for  the  subject  rather  than 
definite  facts  regarding  it.  These  classics  constitute  a series  of  fifty  volumes, 
carefully  selected  by  professors  of  Harvard  university,  representing  the  litera- 
ture and  thought  of  the  world  which  they  consider  best  worth  the  time  and 
attention  of  serious  readers.  The  set  constitutes  a selected  library  under  the 
direction  of  college  authorities.  It  is  in  many  public  libraries  which  renders  it 
comparatively  easy  of  access.  It  is,  however,  by  no  means  wise  to  confine 
readings  to  this  series,  for  reading  on  each  subject  is  limitless  and  depends 
upon  individual  taste. 

The  treatment  of  the  subject  matter  is  based  upon  the  main  divisions  of 
the  library  classification  used  in  the  majority  of  public  and  college  libraries  in 
the  United  States.  Each  class  of  knowledge  will  be  separately  discussed  with 
reference  to  its  place  in  the  work  of  the  world,  its  history,  its  literature,  its 
value  at  present.  Important  books,  both  for  children  and  for  adults,  will  be 
discussed  and  good  lists  of  books  recommended. 

As  the  course  deals  with  books,  the  plan  of  work  will  be  based  upon  the 
'make  up  of  a book  in  the  form  of  a preface,  an  introduction,  a table  of 
^contents,  different  chapters,  and  other  features.  Outline  notes,  however,  will 
he  used  instead  of  attempting  to  write  the  matter  in  accurate  connected  form. 
Most  of  these  notes  will  be  p'rinted,  in  order  to  save  time  in  note  taking.  They 
will  be  on  loose  leaves,  and  added  as  the  subjects  are  studied. 

The  preface  of  a book  is  often  a very  valuable  feature,  though  it  is  likely 
to  be  neglected.  It  is  frequently  signed  by  the  author  with  either  initials  or 
full  name,  and  dated.  An  entire  volume  of  the  “Harvard  classics”  (Dr.  Eliot’s 
Five  foot  shelf”)  is  given  to  reprinting  some  of  the  famous  prefaces  in  great 
works.  Pages  are  not  reserved  for  dedication  or  illustrations  in  the  loose- 
leaves. 

If  the  work  is  dedicated  to  any  body  a page  is  inserted  between  the  title 
page  and  the  preface,  for  such  inscription.  A list  of  maps  and  plates  which  a 
book  contains  is  usually  entered,  in  the  order  in  which  they  occur,  on  a page 
preceding  the  Introduction. 


879 1 ! 0 


♦ 


* 


TABLE  OF  CONTENTS. 


Introduction 
Chapter  1 : 
Chapter  2 : 

Chapter  3 : 

Chapter  4 : 
Chapter  5 : 
Chapter  6 : 
Chapter  7 : 
Chapter  8 : 
Chapter  9 : 
Chapter  10 : 
Chapter  11  : 
Chapter  12: 
Chapter  13 : 


Children’s  reading. 

Parts  of  a book:  As  given  in  Reference  guides 
pages  9-34. 

Classification  of  libraries : Card  catalogue.  As 
given  in  Reference  guides,  pages  83-93. 

General  works. 

Philosophy. 

Religion. 

Sociology. 

Philology. 

Science. 

Useful  arts. 

Fine  arts. 

Literature. 

History. 


PREFACE. 


The  plan  of  the  accompanying  outline  is  to  give,  in  notes  only,  the  main 
points  of  a brief  course  in  the  “Choice  and  use  of  books.”  A book  entitled 
“Reference  guides  that  should  be  known,  and  how  to  use  them”  constitutes  the 
basis  for  practical  drill. 

An  effort  has  been  made  to  give  the  course  a literary  as  well  as  a practical 
feature.  To  this  end  frequent  references  are  made  to  selections  in  the  Harvard 
Classics  which  give  an  atmosphere  or  feeling  for  the  subject  rather  than 
definite  facts  regarding  it.  These  classics  constitute  a series  of  fifty  volumes, 
carefully  selected  by  professors  of  Harvard  university,  representing  the  litera- 
ture and  thought  of  the  world  which  they  consider  best  worth  the  time  and 
attention  of  serious  readers.  The  set  constitutes  a selected  library  under  the 
direction  of  college  authorities.  It  is  in  many  public  libraries  which  renders  it 
comparatively  easy  of  access.  It  is,  however,  by  no  means  wise  to  confine 
readings  to  this  series,  for  reading  on  each  subject  is  limitless  and  depends 
upon  individual  taste. 

The  treatment  of  the  subject  matter  is  based  upon  the  main  divisions  of 
the  library  classification  used  in  the  majority  of  public  and  college  libraries  in 
the  United  States.  Each  class  of  knowledge  will  be  separately  discussed  with 
reference  to  its  place  in  the  work  of  the  world,  its  history,  its  literature,  its 
value  at  present.  Important  books,  both  for  children  and  for  adults,  will  be 
.discussed  and  good  lists  of  books  recommended. 

As  the  course  deals  with  books,  the  plan  of  work  will  be  based  upon  the 
'make  up  of  a book  in  the  form  of  a preface,  an  introduction,  a table  of 
^contents,  dififerent  chapters,  and  other  features.  Outline  notes,  however,  will 
'oe  used  instead  of  attempting  to  write  the  matter  in  accurate  connected  form. 
Most  of  these  notes  will  be  printed,  in  order  to  save  time  in  note  taking.  They 
will  be  on  loose  leaves,  and  added  as  the  subjects  are  studied. 

The  preface  of  a book  is  often  a very  valuable  feature,  though  it  is  likely 
to  be  neglected.  It  is  frequently  signed  by  the  author  with  either  initials  or 
full  name,  and  dated.  An  entire  volume  of  the  “Harvard  classics”  (Dr.  Eliot’s 
Five  foot  shelf”)  is  given  to  reprinting  some  of  the  famous  prefaces  in  great 
works.  Pages  are  not  reserved  for  dedication  or  illustrations  in  the  loose- 
leaves. 

If  the  work  is  dedicated  to  any  body  a page  is  inserted  between  the  title 
page  and  the  preface,  for  such  inscription.  A list  of  maps  and  plates  which  a 
book  contains  is  usually  entered,  in  the  order  in  which  they  occur,  on  a page 
preceding  the  Introduction. 


♦ 


% 

t 


Introduction 
Chapter  1 : 
Chapter  2 : 

Chapter  3 : 

Chapter  4 : 
Chapter  5 : 
Chapter  6 : 
Chapter  7 : 
Chapter  8 : 
Chapter  9 : 
Chapter  10: 
Chapter  11: 
Chapter  12 : 
Chapter  13 : 


TABLE  OF  CONTENTS. 


Children’s  reading. 

Parts  of  a book : As  given  in  Reference  guides 
pages  9-34. 

Classification  of  libraries : Card  catalogue.  As 
given  in  Reference  guides,  pages  83-93. 

General  works. 

Philosophy. 

Religion. 

Sociology. 

Philology. 

Science. 

Useful  arts. 

Fine  arts. 

Literature. 

History. 


* 


INTRODUCTION. 


Topics  under  Introduction: 

Consider  what  you  have  in  the  smallest  chosen  library!  A company  of 
the  wisest  and  wittiest  men  that  could  be  picked  out  of  all  civilized  countries 
in  a thousand  years.  Emerson:  Conduct  of  life:  Books. 

1.  Cultural  effect  of  handling  many  good  books,  even  if  not  read,  as  a few 

days  in  a foreign  city  often  opens  up  new  avenues  of  thought.  Wide 
view  desirable.  Enables  one  to  choose  books  for  those  of  different 
tastes,  and  for  children  and  young  people. 

2.  Taste  can  be  cultivated,  even  as  the  intellect. 

3.  Dr.  Wenley:  We  can  read  and  enjoy  books  on  three  levels; 

Books  below  our  level,  e.  g.,  good  children’s  books. 

Books  on  our  level,  e.  g.,  much  of  the  good  current  magazine  literature. 
Books  above  our  level,  e.  g.,  the  great  classics  of  the  world. 

But  we  grow,  only  by  reading  books  above  our  level. 

4.  We  will  always  read:  education  after  school  days  are  over  is  largely  a 

matter  of  self-direction. 

5.  As  detrimental  to  read  too  much  as  too  little. 

6.  Value  in  training  one’s  self  to  read  rapidly;  also  danger  of  the  habit. 

7.  Train  a person  to  use  books  intelligently,  awaken  in  him  a desire  for  self- 

direction,  turn  him  loose  in  a well  selected  library,  and  you  have  educated 
him. 

8.  The  study  of  books  as  wholes,  should  be  introduced  as  a required  subject 

in  regular  high  and  normal  school  courses.  (See  Reference  guides,  p.  3.) 

9.  Our  danger  in  the  present  age  is  not  so  much  from  bad  books,  as  it  is  from 

the  absorbing  and  time-killing  mediocre. 

For  reading: 

Baldwin,  Book  lover. 

Richardson,  Choice  of  books. 

Harvard  classics:  Volume  5,  p.  10;  vol.  25,  p.  379;  vol.  28,  p.  102,  p.  350; 

vol.  34,  p.  8;  vol.  37,  p.  140  (156);  vol.  50,  p.  3. 

Schopenhauer:  On  books  and  reading.  (Warner  library.) 

Harrison,  Frederich:  Choice  of  books.  (Warner  library.) 

Ruskin:  Sesame  and  lilies. 

As  there  are  certain  features  which  will  be  common  to  most  of  the  follow- 
ing chapters,  they  are  printed  here  to  save  note  taking,  and  to  insure  uniform- 
ity. They  should  be  referred  to  under  each  chapter  except  1-4. 

Almost  every  subject  has  its  own  magazines,  encyclopaedias,  societies  and 
literature.  The  Dewey  classification  provides’  for  such  needs  by  following  the 
main  class  number,  in  the  hundreds  place,  by  an  0 in  the  tens  pl^ce,  and  the 
following  in  the  units  place: 

1 for  the  philosophy  of  the  subject; 

2 for  outlines  of  thfe  subject; 

3 for  dictionaries  of  the  subject; 

4 for  essays  of  the  subject; 

5 for  magazines  of  the  subject; 

6 for  societies  of  the  subject; 

7 for  education  in  the  subject; 

8 for  collected  literature  of  the  subject; 

9 for  history  of  the  subject. 


Dewey  or  Decimal  Library  Classification  Carried  to  the  Second 


Division 

of 

Tens. 

000 

GENERAL  WORKS. 

100 

PHILOSOPHY. 

010 

Bibliography. 

110 

Metaphysics. 

020 

Library  Economy. 

120 

Special  Metaphysical  Topics. 

030 

General  Cyclopedias. 

130 

Mind  and  Body. 

040 

General  Collections. 

140 

Philosophical  Systems. 

050 

General  Periodicals. 

150 

Mental  Faculties.  Psychology. 

060 

General  Societies. 

160 

Logic. 

0/0 

Newspapers 

170 

Ethics. 

080 

Special  Libraries 

180 

Ancient  Philosophers. 

090 

Book  Rarities 

190 

Modern  Philosophers. 

200 

RELIGION 

300 

SOCIOLOGY. 

210 

Natural  Theology 

310 

Statistics. 

220 

Bible 

320 

Political  Science. 

230 

Doctrinal 

330 

Political  Economy. 

240 

Devotional  and  Practical. 

340 

Law. 

250 

Homiletic,  Pastoral,  Parochial. 

350 

Administration. 

260 

Church.  Institutions.  Work. 

360 

Associations  and  Institutions. 

270 

Religious  History. 

370 

Education. 

280 

Christian  Churches  and  Sects. 

380 

Commerce  and  Communication. 

290 

Non-Christian  Religions. 

390 

Customs.  Costumes.  Folklore. 

400 

PHILOLOGY. 

500 

NATURAL  SCIENCE. 

410 

Comparative. 

510 

Mathematics. 

420 

English. 

520 

Astronomy. 

430 

German. 

530 

Physics. 

440 

French. 

540 

Chemistry. 

450 

Italian. 

550  Geology. 

460 

Spanish. 

560 

Paleontology. 

470 

Latin. 

570 

Biology. 

480 

Greek. 

580 

Botany. 

490 

Minor  Languages. 

590 

Zoology. 

600 

USEFUL  ARTS. 

700 

FINE  ARTS. 

610 

Medicine. 

710 

Landscape  Gardening. 

620 

Engineering. 

720 

Architecture. 

630 

Agriculture. 

730  Sculpture. 

640 

Domestic  Economy. 

740 

Drawing.  Design. 

650 

Communication  and  Commerce. 

750  Painting. 

660 

Chemical  Technology., 

760 

Engraving. 

670 

Manufactures. 

770 

Photography. 

680 

Mechanic  Trades. 

780 

Music. 

690 

Building. 

790 

Amusements. 

800 

LITERATURE. 

900 

HISTORY. 

810 

American. 

910  Geography  and  Description. 

820 

English. 

920 

Biography. 

830 

German. 

930 

Ancient  History. 

840 

French. 

940 

Europe. 

850 

] talian. 

950 

Asia. 

860 

Spanish. 

960 

Africa. 

870 

Latin. 

970 

North  America. 

880 

Greek. 

980 

South  America. 

890 

Minor  Languages. 

990 

Oceanica  and  Polar  Regions. 

Biography  is  sometimes  indicated  by  a “B”  instead  of  by  a 
class  number.  In  such  a case,  the  “B”  is  followed  by  the  initial 
of  the  surname  of  the  one  written  about,  followed  by  the  Cutter 
number  for  his  name,  and  then  by  that  for  the  surname  of  the 
author. 

Fiction  is  usually  classified  under  the  initial  of  the  surname 
of  the  author,  followed  by  the  Cutter  number,  then  by  the  initial 
of  the  title. 


CHAPTER  1. 

Children’s  Reading. 

Topics  under  Children’s  Reading: 

A fresh  pure  book  for  a little  child  is  a treasure  to  be  sought  for  and 
appreciated. — Baldwin;  quoted  by  Olcott,  Children’s  Reading,  Chapter  6. 

1.  In  addition  to  lists  for  the  selection  of  children’s  books  given  in  Reference 

guides,  numbered  list  under  paragraph  4,  page  137,  see: 

Field:  Finger  posts  to  children’s  reading.  (McClurg.) 

Olcott:  Children’s  reading.  (Houghton.) 

Power:  List  of  stories  and  programs  for  story  hours.  (Wilson, 
White  Plains,  N.  Y.) 

2.  In  preceding  generations,  college  library  was  considered  of  greatest 

importance;  later  the  Sunday  school  library  was  emphasized:  in  turn 
the  normal  school  library,  the  public  library,  the  school  library,  were 
developed.  Now  great  stress  is  being  laid  upon  the  children’s  library 
in  the  home,  in  the  school,  in  the  public  libraries;  it  is  being  recognized 
that  the  right  place  to  begin  is  with  the  foundation  of  childhood  if  the 
best  taste  is  to  be  developed;  and  that  if  such  a taste  is  developed  in 
childhood,  it  will  automatically  care  for  all  the  rest. 

3.  Therefore  the  children’s  story  in  the  public  libraries  and  in  the  schools 

and  in  the  home,  is  one  of  the  most  important  of  educational  influences. 

4.  Imaginative  literature,  such  as  myths,  legends,  folk  lore,  necessary  in 

childhood,  to  keep  the  mind  elastic  and  not  cause  it  to  be  set  in  too 
practical  lines:  all  science,  classic  literature,  history,  invention,  sym- 
pathy with  life,  etc.,  come  through  the  imagination. 

5.  Children,  like  adults,  need  varied  interests  in  reading: 

Poetry:  forming  style:  sense  of  rythm  satisfied:  inspiring. 

Nature:  keeping  an  interest  in  life  other  than  the  human. 

History:  understanding  the  past. 

Travel:  enlarging  sympathies  and  brotherhood. 

Biography:  intimate  illustrations  of  human  life. 

Books  on  practical  subjects:  domestic;  machinery;  commerce;  industry. 
Music  and  art:  refining  and  cultural. 

Religion:  developing  the  highest  of  faculties,  the  spirit. 

Humor:  as  a leaven,  a “saving  grace,”  amusements;  games. 

Excellent  books  for  children,  upon  each  of  the  above  topics,  can 
be  fountain  the  books  given  at  the  head  of  this  chapter:  (Field:  Olcott.) 

6.  Illustrators  of  children’s  books:  (See  Olcott,  Children’s  reading  pp.  40-57.) 

Children,  naturally,  do  not  care  much  for  photographs,  even  of  subjects 
of  interest  to  them:  they  prefer  drawings. 

Good  illustrations  for  children  are  of  recent  development. 

Test  of  children’s  illustrations  is  in  what  the  normal  hearty  interest  of 
a child  loves,  not  what  pleases  an  adult  as  retrospect  or  theory. 
Q]cott  divides  illustrations  for  children  into  four  groups:  examples 
under  each  group  given. 

Didactic:  teaching  A,  B,  C:  or  animals,  or  useful  matters,  history, 
etc.  (page  52).  Domestic:  (page  54). 

Fanciful  and  artistic:  (page  54).  Humorous:  (page  56). 
Prominent  illustrators,  with  leading  characteristics:  (pages  43-57). 

a.  Cruikshank:  fanciful,  fairy  tales. 

b.  Caldecott:  humor,  action,  story  telling  qualities. 

c.  Crane:  decorative  drawing  secondary,  story  quality  first. 

d.  Greenaway;  happy-hearted,  simple,  fresh  childhood. 

e.  Brooke:  humorous:  talking  animals. 

Others:  Louis  Wain:  Helen  Stratton:  Hugh  Thomson:  Jessie  Wilcox 
Smith:  Maxfield  Parrish:  Reginald  Birch:  Palmer  Cox:  Howard 
Pyle:  Elizabeth  Shippen  Green:  Arthur  Rackham:  Edmund  Dulac. 

7.  All  adults  should  be  somewhat  familiar  with  literature  for  children,  as 

there  is  scarcely  one  who  cannot  at  some  time  influence  the  reading  of 
a child. 


CHAPTER  2. 


Parts  of  a book.  Complete  lesson  given  in  Reference  guides,  pages  9-34. 


CHAPTER  3. 

Library  classification  and  card  catalogue.  Complete  lesson  given  in 
Reference  guides,  pages  83-93. 

Two  books  are  essential  for  classification. 

Dewey.  Decimal  classification. 

Cutter.  Table  of  author  marks. 

Both  can  be  secured  from  Library  Bureau,  Chicago. 

If  desired,  fill  out  regular  library  cards  for  some  one  book  and  paste  them 
on  a blank  sheet  to  fit  the  other  sheets  of  the  loose  leaves,  and  bind  them  in  as 
sample  cards.  Cards  should  show  the  forms  of  entry  for: 

An  author  card:  a subject  card:  a title  card:  an  analytical  card:  a shelf 
card:  the  reverse  side  of  author  card,  showing  entries  made.  Detailed  cata- 
loguing is  technical  work:  It  requires  months  of  special  study. 

Forms  for  making  such  entries  as  the  following  have  to  be  carefully 
studied  by  those  actually  doing  catalogueing  work  for  a library. 

Under  what  subject  should  the  book  be  entered,  to  insure  uniformity  to 
the  catalogue,  and  to  make  it  the  most  useful? 

Entry  for  editor,  or  translator,  or  compiler. 

Entry  of  name  of  a married  woman,  if  she  has  also  written  under  her 
maiden  name. 

Publications  when  associations  or  government  are  the  authors. 

When  the  author  is  unknown;  or  known  by  initials  only. 

Analysis  of  contents,  on  author  card,  or  separately. 

Many  other  details  of  minor  importance. 

Also  paste  in  a sample  accession  sheet,  to  show  how  in  many  libraries  a 
record  is  kept  of  the  date  upon  which  each  book  is  received,  together  with 
other  items.  Books  are  entered  in  regular  numbered  order,  the  last  number 
showing  how  many  volumes  the  library  has  received. 


Topics  under  General  Works: 

Knowing  how  to  consult  books  for  information  is  often  of  more  value 
than  the  facts  themselves.  How  to  use  books  is  of  prime  importance  in  educa- 
tion; hence  the  value  of  reference  books,  and  the  importance  of  careful  and 
systematic  training  in  their  use. 

National  Educational  Association:  Proceedings  for  1890. 

1.  Bibliography: 

a.  Gathered  from  different  points  of  view,  i.  e.: 

North  or  south  in  the  civil  war: 

Affirmative  or  negative  side  of  a debate: 

Popular  or  technical:  historical  or  recent:  adult  or  child. 

b.  Whole  libraries  devoted  to  some  one  interest,  as  medicine,  law,  music, 

art,  Dante,  Shakespeare,  language,  religion. 

c.  Study  Reference  guides,  Book  selection,  pages  133-141. 

Special  indexes,  pages  125-132. 

Debates,  etc.,  pages  101-108. 

2.  Library  economy  and  other  points: 

a.  Many  libraries  founded  by  gifts:  Harvard;  Jefferson  (Congress)  Carne- 

gie; Peobody;  others  (local). 

b.  American  Library  Association  (A.  L.  A.)  Publishing  Board,  78  East 

Washington  Street,  Chicago. 

Slogan:  “The  public  library  is  an  integral  part  of  public  education.” 

c.  “Library  journal,”  “Public  libraries”  are  two  leading  periodicals. 

d.  Public  libraries  are  universities  for  the  people: 

e.  Most  states  have  a good  state  library  commission: 

f.  Traveling  libraries:  automobile  distribution  in  some  country  districts. 

g.  Librarians  specially  trained  to  take  charge  of  certain  phases  of  work, 

such  as:  reference;  cataloguing;  fiction;  children;  open  shelves; 
branches;  binding;  circulation;  periodicals;  club  work;  public  docu- 
ments; school;  training  workers;  public  lectures.  Salaries  are  gen- 
erally lower  than  those  of  teachers,  though  being  put  on  a par  in  many 
places;  vacations  are  shorter;  hours,  in  the  building  longer.  Pleasant 
work,  and  a rapidly  developing  field  raised  to  the  status  of  a profes- 
sion, usually  requiring  a college  degree,  and  in  addition  a special  course 
in  library  work. 

h.  Regulations:  Charging  systems;  hours  of  opening;  time  for  keeping 

books;  fines;  mutilated  books;  stealing  and  hiding  books;  use  of 
club  rooms;  access  to  the  stacks;  cleanliness  (children  wash  hands). 

i.  Great  libraries  of  the  world:  Ancient  libraries  of  Babylonia  and  Assyria; 

clay  tablets;  papyrus;  parchment  and  vellum;  Vatican  library;  Alex- 
andrian library;  form  of  old  books  in  rolls.  Library  of  Congress 
(Pictures  of  the  evolution  of  a book  on  the  wall,  by  Alexander). 
Boston  and  New  York  and  other  large  city  libraries;  British  Museum; 
Bibliotheque  National;  Imperial  library  of  Russia. 

j.  Book  stores,  a kind  of  commercial  library;  McClurg  of  Chicago; 

Brentano  of  New  York. 

k.  Character  of  reading;  Value  of  such  courses  as  Chautauqua;  Bay  View; 

Harvard  classics;  children’s  story  hour  of  greatest  import  in  forming 
taste  for  the  coming  generation.  Value  and  danger  of  fiction  reading. 

l.  Labor  saving  devices: 

Catalogue  of  Gaylord  Bros.  Syracuse,  N.  Y. 

Scrap-books,  loose-leaf  devices,  clippings  pasted  on  cards. 

Decorative  lettering;  bulletins;  magazine  holders. 

m.  Book  Rarities: 

Manuscripts;  autographs;  early  printed  books;  book  plates;  chap- 
books;  rare  books,  and  bindings,  and  illustrations,  and  important 
presses,  i.  e.,  Elzevir;  Aldine;  Caxton;  Grolier. 

Study  General  encyclopaedias:  Reference  Guides,  pages  67-81. 

Study  General  Periodicals:  Reference  Guides,  pages  94-100. 

The  best  results  cannot  be  secured  unless  at  least  a few  of  the  above  topics 
and  suggestions  on  the  preceding  page  are  worked  out  with  more  or  less 
detail. 


t 


CHAPTER 


(For  number  see  contents) 


Subject Dewey  number  (hundreds)  * 

Magazines,  dictionaries  or  encyclopaedias,  reports  of  special  societies,  and 
other  publications,  are  generally  issued  for  important  subjects.  The  paragraph 
below  illustrates  how  the  Dewey  classification  provides  for  such  needs. 

Fill  in  the  following,  except  for  Chapters  1-4,  by  consulting  the  last  para- 
graph of  the  Introduction.  Replace  the  dash  before  the  0,  in  the  hundreds 
place,  by  the  hundred  number  representing  this  subject  in  Dewey.* 


—01 


—05 


—02. 


—06. 


—03. 


—07. 


—04. 


—08. 


—09. 


Fill  in  subdivisions  of  tens,  under...  

Replace  the  dash  in  the  hundreds*place  with  the  hundred  number  representing 
this  subject,  in  Dewey.* 


—10. 

—20. 

—30. 

—40. 


—50. 

—60. 

—70. 

—80. 


—90 ; 

Eacn  of  the  above  tens  is  again  sub-divided  into  units;  in  many  large 
libraries  the  division  extends  into  decimals.  Consult  Dewey  for  detailed 
numbers. 

For  general  book  selection  under  each  subject  follow  the  directions  given 
in  Reference  guides  pages  136-139.  Note  especially  numbers  1 and  11.  If 
books  for  children  are  desired,  note  numbered  lists  under  paragraph  4,  and 
also  numbers  12  and  13. 

For  directions  as  to  how  to  find  terms  used  in  most  subjects,  and  great 
leaders  in  them,  see  Guides  page  70,  number  8 and  p.  79;  23e. 

For  an  index  to  a series  of  books  carefully  selected  by  professors  in 
Harvard  University,  representing  many  fields  of  knowledge,  see  index  to 
Harvard  classics,  volume  50.  This  is  an  exhaustive  index  of  works  ranging 
over  many  ages,  and  representing  many  different  points  of  view.  For  list  of 
classics  selected  to  represent  most  subjects  see  vol.  50,  pages  17-72. 

For  experience  in  indexing,  indicate  how  a few  of  the  topics  under  the 
different  subjects  would  be  entered  in  an  index  if  this  note  book  were  written 
as  a complete  book  for  publication. 

Examine  as  many  books  on  each  subject  as  are  available  and  desirable, 
simply  to  enlarge  the  conception  of  the  extent  of  the  subject,  and  to  become 
accustomed  to  grasping  the  purport  of  books  through  their  tables  of  contents. 
Make  frequent  visits  to  public  libraries;  browse  among  books,  but  always  with 
the  consciousness  that  browsing  and  study  are  as  different  as  is  riding  through 
a country  from  living  in  a settled  place;  each  has  its  advantages  and  its  dfs- 
advantages. 

* For  table  of  Dewey  numbers  see  page  following  Introduction. 


( 


i 


I 


Topics  under  Philosophy: 

How  charming  is  divine  philosophy; 

Not  harsh  and  crabbed  as  dull  fools  suppose, 

But  musical  as  is  Apollo’s  lute. — Comus:  Milton. 

Read  Plato,  Figure  of  the  cave  of  shadows.  Republic  Book  7. 

1.  Philosophy  is  a search  after  truth,  and  an  unbiased  inquiry  after  the 

meaning  of  the  universe  in  all  of  its  known  manifestations. 

2.  Philosophy  examines  into  such  questions  as: 

Place  of  evil  in  the  world,  and  of  pain,  injustice,  happiness;  life  in  all 
of  its  forms  in  plant  or  animal. 

What  is  mind?  what  is  matter?  how  did  the  world  begin? 

3.  We  all  philosophize  to  some  extent. 

4.  Philosophy  takes  the  work  of  all  other  thinkers  and  tries  to  find  unity  in 

them  and  a meaning  of  laws,  such  as  the  law  of  gravity,  cohesion, 
heredity.  Harvard  classics,  vol.  27,  p.  65;  vol.  28,  p.  340. 

5.  Great  poets  are  some  of  our  deepest  and  truest  philosophers.  So  also 

are  artists  in  other  lines.  Harvard  classics,  vol.  27,  p.  351. 

6.  Hegel’s  exposition  of  the  theory  that  opposites  are  necessary  to  render 

consciousness  possible,  e.  g. : Electricity  will  not  give  light  unless  the 
opposite  poles  meet;  we  would  have  no  realization  of  day  if  there  was 
no  night.  Browning:  Pisgah  sights. 

7.  Study  of  Philosophy  at  first  likely  to  shake  faith,  later  strengthen  it. 

Harvard  classics,  vol.  3,  p.  44. 

8.  Intellectual,  not  emotional.  Harvard  classics,  vol.  24,  p.  54. 

9.  Characteristics  in  philosophy  of  different  periods. 

Oriental:  Removed  from  earthly  life.  Nirvana  Harvard  classics, 
vol.  45,  p.  828. 

Greek  culture:  Scattered. 

Roman  law:  Severe. 

Christianity;  (Middle  ages),  Dogmatic. 

Modern  science:  Intellectual. 

Recent  philosophy  is  giving  signs  of  a strong  inclination  to  combine 
the  intellectual  with  the  spiritual  and  of  giving  a prominent  emphasis  to 
the  place  of  emotion  and  intuition  in  the  summing  up  of  truth. 

10.  Ethics:  Conscience:  ideas  of  right  and  wrong  often  a matter  of  public 

opinion  or  of  environment:  (witchcraft). 

State  ethics:  duties  of  citizen  to  state  above  private  interests. 
Professional:  medical,  law. 

11.  Philosophical  systems  and  terms:  Idealism;  Mysticism;  Transendental- 

ism;  Realism;  Pantheism;  Materialism;  Stoicism;  Epicureanism; 
Epictetianism;  Kantianism;  Pessimism. 

12.  Psyhcology:  A study  of  the  laws  which  govern  the  workings  of  the 

human  mind. 

Mental  and  spiritual  laws  operate,  and  can  be  depended  upon  as  we 
depend  upon  physical  laws. 

Psychology  has  become  so  extensive  that  it  is  divided,  i.  e., 

a.  Abnormal  states  of  mind.  (e.  g.,  kleptomania.) 

b.  Experimental  psychology. 

c.  Infant  psychology  is  a study  by  itself,  so  also  is  psychology  of  childhood, 

and  adolesence,  and  mature  life,  and  old  age.  In  each  stage  of  life  the 
mind  has  its  own  laws  of  action. 

d.  Insanity  is  a disease  of  the  mind,  but  used  to  be  treated  as  a crime. 

Crime  may  be  a disease  also.  Mesmerism;  Sleep  and  dreams; 

e.  Instincts:  Will:  Emotions. 

f.  Animal  psychology  is  also  revealing  many  laws  of  mental  life. 

g.  Imagination;  necessary  for  all  great  work  in  science,  or  art,  or  govern- 

ment, or  education,  or  any  line. 

The  best  results  cannot  be  secured  unless  at  least  a few  of  the  above 
topics  and  suggestions  on  the  preceding  page  are  worked  out  in  more  or  less 
detail. 


CHAPTER 


(For  number  see  contents) 


Subject. „ Dewey  number  (hundreds)  * 

Magazines,  dictionaries  or  encyclopaedias,  reports  of  special  societies,  and 
other  publications,  are  generally  issued  for  important  subjects.  The  paragraph 
below  illustrates  how  the  Dewey  classification  provides  for  such  needs. 

Fill  in  the  following,  except  for  Chapters  1-4,  by  consulting  the  last  para- 
graph of  the  Introduction.  Replace  the  dash  before  the  0,  in  the  hundreds 
place,  by  the  hundred  number  representing  this  subject  in  Dewey.* 


—01 


—05. 


—02. 


—03. 


—04. 


—06. 

—07. 

—08. 


—09 

Fill  in  subdivisions  of  tens,  under...  

Replace  the  dash  in  the  hundreds  place  with  the  hundred  number  representing 
this  subject,  in  Dewey.* 


—10. 

—20. 

—30. 

—40. 


—50. 

—60. 

—70. 

—80. 


—90 

Eacri  of  the  above  tens  is  again  sub-divided  into  units;  in  many  large 
libraries  the  division  extends  into  decimals.  Consult  Dewey  for  detailed 
numbers. 

For  general  book  selection  under  each  subject  follow  the  directions  given 
in  Reference  guides  pages  136-139.  Note  especially  numbers  1 and  11.  If 
books  for  children  are  desired,  note  numbered  lists  under  paragraph  4,  and 
also  numbers  12  and  13. 

For  directions  as  to  how  to  find  terms  used  in  most  subjects,  and  great 
leaders  in  them,  see  Guides  page  70,  number  8 and  p.  79;  23e. 

For  an  index  to  a series  of  books  carefully  selected  by  professors  in 
Harvard  University,  representing  many  fields  of  knowledge,  see  index  to 
Harvard  classics,  volume  50.  This  is  an  exhaustive  index  of  works  ranging 
over  many  ages,  and  representing  many  different  points  of  view.  For  list  of 
classics  selected  to  represent  most  subjects  see  vol.  50,  pages  17-72. 

For  experience  in  indexing,  indicate  how  a few  of  the  topics  under  the 
different  subjects  would  be  entered  in  an  index  if  this  note  book  were  written 
as  a complete  book  for  publication. 

Examine  as  many  books  on  each  subject  as  are  available  and  desirable, 
simply  to  enlarge  the  conception  of  the  extent  of  the  subject,  and  to  become 
accustomed  to  grasping  the  purport  of  books  through  their  tables  of  contents. 
Make  frequent  visits  to  public  libraries;  browse  among  books,  but  always  with 
the  consciousness  that  browsing  and  study  are  as  different  as  is  riding  through 
a country  from  living  in  a settled  place;  each  has  its  advantages  and  its  dis- 
advantages. 

* For  table  of  Dewey  numbers  see  page  following  Introduction. 


( 


I 


CHAPTER 


(For  number  see  contents) 


Subject Dewey  number  (hundreds)  * 

Magazines,  dictionaries  or  encyclopaedias,  reports  of  special  societies,  and 
other  publications,  are  generally  issued  for  important  subjects.  The  paragraph 
below  illustrates  how  the  Dewey  classification  provides  for  such  needs. 

Fill  in  the  following,  except  for  Chapters  1-4,  by  consulting  the  last  para- 
graph of  the  Introduction.  Replace  the  dash  before  the  0,  in  the  hundreds 
place,  by  the  hundred  number  representing  this  subject  in  Dewey.* 


—01 


—05 


—02 . - - —06. 

—03 —07. 


—04. 


—08. 


—09 

Fill  in  subdivisions  of  tens,  under 

Replace  the  dash  in  the  hundreds  place  with  the  hundred  number  representing 
this  subject,  in  Dewey.* 


—10. 

—20. 

—30. 

—40. 


—50. 


—60. 

—70. 

—80. 


—90 

Eacn  of  the  above  tens  is  again  sub-divided  into  units;  in  many  large 
libraries  the  division  extends  into  decimals.  Consult  Dewey  for  detailed 
numbers. 

For  general  book  selection  under  each  subject  follow  the  directions  given 
in  Reference  guides  pages  136-139.  Note  especially  numbers  1 and  11.  If 
books  for  children  are  desired,  note  numbered  lists  under  paragraph  4,  and 
also  numbers  12  and  13. 

For  directions  as  to  how  to  find  terms  used  in  most  subjects,  and  great 
leaders  in  them,  see  Guides  page  70,  number  8 and  p.  79;  23e. 

For  an  index  to  a series  of  books  carefully  selected  by  professors  in 
Harvard  University,  representing  many  fields  of  knowledge,  see  index  to 
Harvard  classics,  volume  50.  This  is  an  exhaustive  index  of  works  ranging 
over  many  ages,  and  representing  many  different  points  of  view.  For  list  of 
classics  selected  to  represent  most  subjects  see  vol.  50,  pages  17-72. 

For  experience  in  indexing,  indicate  how  a few  of  the  topics  under  the 
different  subjects  would  be  entered  in  an  index  if  this  note  book  were  written 
as  a complete  book  for  publication. 

Examine  as  many  books  on  each  subject  as  are  available  and  desirable, 
simply  to  enlarge  the  conception  of  the  extent  of  the  subject,  and  to  become 
accustomed  to  grasping  the  purport  of  books  through  their  tables  of  contents. 
Make  frequent  visits  to  public  libraries;  browse  among  books,  but  always  with 
the  consciousness  that  browsing  and  study  are  as  different  as  is  riding  through 
a country  from  living  in  a settled  place;  each  has  its  advantages  and  its  dis- 
advantages. 


For  table  of  Dewey  numbers  see  page  following  Introduction. 


I 


♦ 


f 


Topics  under  Religion: 

As  the  marsh  hen  secretly  builds  on  the  watery  sod, 

Behold  I will  build  me  a nest  on  the  greatness  of  God: 

I will  fly  in  the  greatness  of  God,  as  the  marsh  hen  flies, 

In  the  freedom  which  fills  all  the  space  ’twixt  the  marsh  and  the  skies: 

By  so  many  roots  as  the  marsh  grass  sends  in  the  sod 
I will  heartily  lay  me  a-hold  of  the  greatness  of  God. 

Lanier:  Marshes  of  Glynn. 

1.  Instinct  of  the  human  heart  to  worship:  as  shown  by  worship  of:  idols; 

animals;  nature;  leaders;  personalities;  ideals. 

2.  Sacred  places;  sacred  books;  sacred  rites;  common  to  all  people  at  all 

stages  of  development.  Harvard  classics,  vol.  50,  p.  31. 

3.  Science  was  magic,  or  the  work  of  a friendly  or  unfriendly  god  to  all 

primitive  people.  Sacrifice  to  appease  the  god,  thought  necessary. 
Difficult  to  deal  with  superstitions  and  charms. 

4.  Great  mythologies  permeate  literature  and  art.  Especially  the  Greek  and 

Teutonic  mythologies.  Animal  mythology  in  Buddhaism.  Harvard 
classics,  vol.  45,  p.  724. 

5.  Religion  has  the  element  of  emotion,  which  philosophy  lacks.  Harvard 

classics  vol.  28,  p.  341. 

6.  Poets  and  other  artists,  deep  religious  thinkers.  Harvard  classics  vol.  28, 

p.  65. 

7.  Religion  the  strongest  force  in  the  world;  argues  that  man  is  tending 

toward  life  as  far  beyond  his  physical  existence  as  his  power  of  thought 
is  beyond  his  bodily  needs.  Harvard  classics  vol.  34,  p.  48. 

8.  Spiritual  life  and  beauty  can  live  only  in  personalities,  not  in  theory.  (The 

Word  made  flesh).  Harvard  classics  vol.  5,  p.  198. 

9.  Faith  in  benevolent  control  of  the  world  almost  inherent.  Harvard 

classics,  vol.  5,  p.  89  and  138;  vol.  25,  p.  382;  vol.  45,  p.  817. 

10.  Tendency  of  the  Greek  mind  was  to  bring  a truth  home  by  means  of  a 
story:  of  the  Hebrew  mind  to  use  a proverb  or  statement; 

i.  e.  “Straight  is  the  gate  and  narrow  is  the  way  that  leadeth  unto  life, 
and  few  there  be  that  find  it.” 

Greek,  story  of  Sylla  and  Charybdis. 

Myths  of  sacrifice;  Prometheus:  Alcestis. 

“ “ hospitality;  Philemon  and  Baucis. 

“ “ loyalty:  Penelope:  Hero  and  Leander. 

“ “ avarice:  Midas. 

“ “ curiosity:  Cupid  and  Psyche:  Pandora. 

“ “ pride:  Niobe:  Arachne. 

“ “ revenge:  Diana  and  Iphigeniah:  Calydonian  hunt. 

“ “ nature:  Too  numerous  to  list: 

Stars;  many  constellations  named  from  mythology. 
Sun:  Phaeton. 

Seasons:  Venus  and  Adonis;  Ceres  and  Proserpine. 
Trees:  Apollo  and  Daphne. 

The  best  results  cannot  be  secured  unless  at  least  a few  of  the  above  topics 
and  suggestions  on  the  preceding  page  are  worked  out  in  more  or  less  detail. 


CHAPTER 


(For  number  see  contents) 


Subject Dewey  number  (hundreds)  * 

Magazines,  dictionaries  or  encyclopaedias,  reports  of  special  societies,  and 
other  publications,  are  generally  issued  for  important  subjects.  The  paragraph 
below  illustrates  how  the  Dewey  classification  provides  for  such  needs. 

Fill  in  the  following,  except  for  Chapters  1-4,  by  consulting  the  last  para- 
graph of  the  Introduction.  Replace  the  dash,  before  the  0,  in  the  hundreds 
place,  by  the  hundred  number  representing  this  subject  in  Dewey.* 

— 01 — 05 


—02. 


—06. 


—03. 


—07 


—04. 


—08. 


—09. 


Fill  in  subdivisions  of  tens,  under 

Replace  the  dash  in  the  hundreds  place  with  the  hundred  number  representing 
this  subject,  in  Dewey.* 


—10. 


—20. 


—30. 


—40. 


—50. 

—60. 

—70. 

—80. 


—90 .-. 

Eacn  of  the  above  tens  is  again  sub-divided  into  units;  in  many  large 
libraries  the  division  extends  into  decimals.  Consult  Dewey  for  detailed 
numbers. 

For  general  book  selection  under  each  subject  follow  the  directions  given 
in  Reference  guides  pages  136-139.  Note  especially  numbers  1 and  11.  If 
books  for  children  are  desired,  note  numbered  lists  under  paragraph  4,  and 
also  numbers  12  and  13. 

For  directions  as  to  how  to  find  terms  used  in  most  subjects,  and  great 
leaders  in  them,  see  Guides  page  70,  number  8 and  p.  79;  23e. 

For  an  index  to  a series  of  books  carefully  selected  by  professors  in 
Harvard  University,  representing  many  fields  of  knowledge,  see  index  to 
Harvard  classics,  volume '50.  This  is  an  exhaustive  index  of  works  ranging 
over,  many  ages,  and  representing  many  different  points  of  view.  For  list  of 
classics  selected  to  represent  most  subjects  see  vol.  50,  pages  17-72. 

For  experience  in  indexing,  indicate  how  a few  of  the  topics  under  the 
different  subjects  would  be  entered  in  an  index  if  this  note  book  were  written 
as  a complete  book  for  publication. 

Examine  as  many  books  on  each  subject  as  are  available  and  desirable, 
simply  to  enlarge  the  conception  of  the  extent  of  the  subject,  and  to  become 
accustomed  to  grasping  the  purport  of  books  through  their  tables  of  contents. 
Make  frequent  visits  to  public  libraries;  browse  among  books,  but  always  with 
the  consciousness  that  browsing  and  study  are  as  different  as  is  riding  through 
a country  from  living  in  a settled  place;  each  has  its  advantages  and  its  dfs- 
advantages. 


* For  table  of  Dewey  numbers  'see  page  following  Introduction. 


( 


Topics  under  Sociology: 

But  all  is  changed  the  moment  you  descry 

Mankind  as  half  yourself  ....  How  may  half  evade  the  other  half 

Browning:  Sordello,  Bk.  5. 

1.  Complications  of  modern  life  make  society  absolutely  interdependent. 

Now  a study  in  universities.  Harvard  classics,  vol.  28,  p.  231. 

2.  Growth  of  governments  in  the  world:  family,  tribe,  feudalism,  aristocracy, 

absolute  monarchy,  constitutional  monarchy,  control  of  state  by  church, 
republic.  Local  governments. 

3.  Suffrage:  qualifications  for,  based  on  what?  age?  property?  education? 

color?  sex? 

4.  International  relations.  Patriotism  for  country  or  for  world? 

5.  Law:  Trial  by  ordeal:  dueling:  jury.  What  would  give  justice?  Conquer 

self.  Plato:  Laws,  Bk.  1,  p.  3. 

6.  Freedom  of  the  press:  morals  of  the  press. 

7.  Relations  of  capital  and  labor:  labor  of  children:  mother’s  pension: 

convict  labor:  skilled  and  unskilled  labor;  employer’s  liability:  factory 
regulations:  former  slave  labor  vs.  present  sweat-shop:  profit-sharing. 

8.  Banks:  stock  exchange:  credit  systems:  pawn  shops. 

9.  Land:  private  .or  government  ownership:  rent. 

10.  Co-operations:  building-loan  associations:  insurance  companies:  Fourier- 

ism: Brook  farm:  Socialism;  Saint  Simon.  Harvard  classics,  vol.  25, 
p.  109. 

11.  Monopolies:  prices:  taxes:  licenses.  Harvard  classics,  vol.  10,  p.  157. 

12.  Hospitals  for  the  sick,  or  insane,  or  aged,  or  blind,  or  orphans. 

13.  Prisons  and  prison  reformatories.  Harvard  classics,  vol.  5,  p.  59. 

14.  Transportation:  post-office:  telegram:  telephone. 

15.  Social  customs,  popular  life,  games,  fairs,  etiquette. 

16.  Folk-lore  and  legends:  Of  animals;  of  saints;  of  swords;  of  heroes;  of 

nations;  sacred.  Harvard  classics,  vol.  17,  p.  1. 

17.  Education: 

a.  Growth  of  the  idea  of  the  responsibility  of  the  state  to  educate  free  of 

cost. 

b.  Struggle  of  scientific  education  to  get  a start.  Harvard  classics,  vol.  28, 

p.  221. 

c.  Private  vs.  public  schools:  endowed  institutions. 

d.  Rockefeller  Foundation. 

e.  Does  intellectual  education  develop  moral  life?  What  would  insure  the 

moral  life  of  a people,  and  can  the  state  secure  it?  Harvard  classics, 
vol.  28,  pp.  337  and  347;  vol.  32,  p.  48. 

f.  Are  examinations  a fair  test?  Cheating  in  examinations. 

g.  Effect  of  free  texts;  Self-education;  correspondence  courses;  compul- 

sory education. 

h.  Pupil  self-government.  Social  features  of  schools;  athletics. 

, i.  At  one  time  a crime  to  teach  a slave  to  read. 

j.  State  Boards  of  Education;  City  Boards;  County  commissions;  United 

States  Bureau  of  Education. 

k.  Rural  schools  have  many  advantages  over  city  schools,  as  well  as  the 

reverse.  Automobile  transportation  for  rural  districts. 

l.  What  education  is  of  most  worth? 

Study  Reference  guides,  pages  111-123;  143-160;  129,  9-14;  132,  9-12,  15. 

The  best  results  cannot  be  secured  unless  at  least  a few  of  the  above 
topics  and  suggestions  on  the  preceding  page  are  worked  out  in  more  or  less 
detail. 


CHAPTER 


(For  number  see  contents) 


Subject Dewey  number  (hundreds)  * 

Magazines,  dictionaries  or  encyclopaedias,  reports  of  special  societies,  and 
other  publications,  are  generally  issued  for  important  subjects.  The  paragraph 
below  illustrates  how  the  Dewey  classification  provides  for  such  needs. 

Fill  in  the  following,  except  for  Chapters  1-4,  by  consulting  the  last  para- 
graph of  the  Introduction.  Replace  the  dash  before  the  0,  in  the  hundreds 
place,  by  the  hundred  number  representing  this  subject  in  Dewey.* 

—01 —05 


—02. 


—06. 


—03. 


—07. 


—04. 


—08. 


—09. 


Fill  in  subdivisions  of  tens,  under...  

Replace  the  dash  in  the  hundreds  place  with  the  hundred  number  representing 
this  subject,  in  Dewey.* 

—10 , —50 


—20. 


—60. 


—30 —70. 

—40 —80. 


—90 

Eacn  of  the  above  tens  is  again  sub-divided  into  units;  in  many  large 
libraries  the  division  extends  into  decimals.  Consult  Dewey  for  detailed 
numbers. 

For  general  book  selection  under  each  subject  follow  the  directions  given 
in  Reference  guides  pages  136-139.  Note  especially  numbers  1 and  11.  If 
books  for  children  are  desired,  note  numbered  lists  under  paragraph  4,  and 
also  numbers  12  and  13. 

For  directions  as  to  how  to  find  terms  used  in  most  subjects,  and  great 
leaders  in  them,  see  Guides  page  70,  number  8 and  p.  79;  23e. 

For  an  index  to  a series  of  books  carefully  selected  by  professors  in 
Harvard  University,  representing  many  fields  of  knowledge,  see  index  to 
Harvard  classics,  volume  50.  This  is  an  exhaustive  index  of  works  ranging 
over  many  ages,  and  representing  many  different  points  of  view.  For  list  of 
classics  selected  to  represent  most  subjects  see  vol.  50,  pages  17-72. 

For  experience  in  indexing,  indicate  how  a few  of  the  topics  under  the 
different  subjects  would  be  entered  in  an  index  if  this  note  book  were  written 
as  a complete  book  for  publication. 

Examine  as  many  books  on  each  subject  as  are  available  and  desirable, 
simply  to  enlarge  the  conception  of  the  extent  of  the  subject,  and  to  become 
accustomed  to  grasping  the  purport  of  books  through  their  tables  of  contents. 
Make  frequent  visits  to  public  libraries;  browse  among  books,  but  always  with 
the  consciousness  that  browsing  and  study  are  as  different  as  is  riding  through 
a country  from  living  in  a settled  place;  each  has  its  advantages  and  its  dis- 
advantages. 

* For  table  of  Dewey  numbers  see  page  following  Introduction. 


Topics  under  Philology: 

Unless  thought  be  accompanied  at  each  point  of  its  evolution  by  a corre- 
sponding evolution  of  language,  its  future  development  is  arrested. 

Sir  William  Hamilton. 

1.  A written  language  is  civilized  man’s  own  marvelous  achievement. 

2.  To  represent  sounds  by  signs  in  the  form  of  letters  in  different  languages, 

such  as  Chinese,  Hebrew,  Sanskrit,  English,  is  a wonderful  system,  so 
familiar  to  us  that  we  give  it  very  little  serious  thought.  Harvard 
classics  vol.  34,  p.  183. 

3.  Means  of  communication  between  animals.  Harvard  classics  vol  2,  p.  270 

(9). 

4.  Growth  and  science  of  language. 

5.  Punctuation  and  even  separation  of  letters  into  words,  a growth. 

6.  In  the  history  of  single  words  lessons  of  infinite  worth  can  be  found. 

Harvard  classics,  vol.  27,  p.  352. 

7.  Other  means  of  communication,  aside  from  language.  Harvard  classics 

vol.  28,  p.  290. 

8.  Trial  and  patience  of  lexicographers.  Harvard  classics  vol.  39,  p.  215. 
Study  Reference  Guides,  pages  35-66. 

The  best  results  cannot  be  secured  unless  at  least  a few  of  the  above 
topics  and  suggestions  on  the  preceding  page  are  worked  out  in  more  or  less 
detail. 


(i 


c 


I 


CHAPTER 


(For  number  see  contents) 


Subject Dewey  number  (hundreds)  * 

Magazines,  dictionaries  or  encyclopaedias,  reports  of  special  societies,  and 
other  publications,  are  generally  issued  for  important  subjects.  The  paragraph 
below  illustrates  how  the  Dewey  classification  provides  for  such  needs. 

Fill  in  the  following,  except  for  Chapters  1-4,  by  consulting  the  last  para- 
graph of  the  Introduction.  Replace  the  dash  before  the  0,  in  the  hundreds 
place,  by  the  hundred  number  representing  this  subject  in  Dewey.* 

—oi —os 

—02 —06 

—03 —07 


—04. 


—09.: 


—08. 


Fill  in  subdivisions  of  tens,  under...  

Replace  the  dash  in  the  hundreds  place  with  the  hundred  number  representing 
this  subject,  in  Dewey.* 


—10 —50. 

—20 —60. 

—30 
—40 


—70. 

—80. 


—90 

Eacn  of  the  above  tens  is  again  sub-divided  into  units;  in  many  large 
libraries  the  division  extends  into  decimals.  Consult  Dewey  for  detailed 
numbers. 

For  general  book  selection  under  each  subject  follow  the  directions  given 
in  Reference  guides  pages  136-139.  Note  especially  numbers  1 and  11.  If 
books  for  children  are  desired,  note  numbered  lists  under  paragraph  4,  and 
also  numbers  12  and  13. 

For  directions  as  to  how  to  find  terms  used  in  most  subjects,  and  great 
leaders  in  them,  see  Guides  page  70,  number  8 and  p.  79;  23e. 

For  an  index  to  a series  of  books  carefully  selected  by  professors  in 
Harvard  University,  representing  many  fields  of  knowledge,  see  index  to 
Harvard  classics,  volume  50.  This  is  an  exhaustive  index  of  works  ranging 
over,  many  ages,  and  representing  many  different  points  of  view.  For  list  of 
classics  selected  to  represent  most  subjects  see  vol.  50,  pages  17-72. 

For  experience  in  indexing,  indicate  how  a few  of  the  topics  under  the 
different  subjects  would  be  entered  in  an  index  if  this  note  book  were  written 
as  a complete  book  for  publication. 

Examine  as  many  books  on  each  subject  as  are  available  and  desirable, 
simply  to  enlarge  the  conception  of  the  extent  of  the  subject,  and  to  become 
accustomed  to  grasping  the  purport  of  books  through  their  tables  of  contents. 
Make  frequent  visits  to  public  libraries;  browse  among  books,  but  always  with 
the  consciousness  that  browsing  and  study  are  as  different  as  is  riding  through 
a country  from  living  in  a settled  place;  each  has  its  advantages  and  its  dis- 
advantages. 

* For  table  of  Dewey  numbers  see  page  following  Introduction. 


K 


* 


Topics  under  Science: 

Men  should  understand  all  other  science  as  a key  to  the  science  of  life. — 
Herbert  Spencer:  Education. 

1.  Development  of  scientific  truth  came  through  painful  persecution  and 

opposition;  its  study  is  now  often  endowed;  Scientific  investigation 
carried  on  by  the  government.  (See  Reference  Guides  p.  143;  152  (2). 

2.  Even  colleges  have  been  tardy  in  recognizing  that  science  is  as  educative 

as  is  Greek  or  Latin. 

3.  Growth  of  the  study  of  science  in  the  grammar  grades  of  public  schools. 

4.  Marvels  of  scientific  laws  have  always  existed;  not  many  discovered  by 

man  until  comparatively  recent  years. 

5.  Past  one  hundred  years  have  done  more  to  advance  the  control  of  such 

laws  than  all  of  the  preceding  centuries  combined.  Age  will  probably 
be  known  as  “Scientific  age,”  though  the  field  is  by  no  means  exhausted. 

6.  Duty  of  all  persons  to  be  informed  concerning  the  simple  scientific  laws 

of  every  day  life,  such  as  sanitation,  (flies,  etc.);  dangers  from  machin- 
ery, explosives,  electricity,  poisons,  contagious  diseases.  Harvard  classics 
vol.  30,  p.  181;  vol.  34,  p.  50. 

7.  Growth  of  popular  scientific  books,  both  for  children  and  for  adults. 

8.  Science  can  never  be  revealed  to  a prejudiced  mind. 

9.  Infinitely  small  of  as  great  importance  as  the  infinitely  large. 

10.  Danger  of  pseudo-science;  ancients  had  some  strange  interpretations. 

Harvard  classics,  vol.  38,  p.  408. 

11.  Astronomy  the  oldest  of  the  sciences:  had  we  never  seen  the  stars  we 

would  probably  be  centuries  behind  in  civilization. 

Ptolemaic:  Copernican  theories.  Harvard  classics,  vol.  39,  p.  55. 

Great  observatories. 

Ages  of  the  earth,  and  of  other  worlds. 

12.  Mathematics:  Prominence  of,  in  Greek  philosophy.  Roman  notation. 

Contribution  of  Arabs:  Modern  commercial  arithmetic. 

13.  Physics:  Mystery  of  forces  such  as  magnetism,  electricity,  cohesion: 

chemical  forces.  Harvard  classics,  vol.  5,  p.  307;  vol.  30,  p.  5. 

14.  Biology:  Evolution:  its  infinite  reach:  power  of  life  force,  e.  g.,  a small 

seed  may  split  a rock,  in  its  effort  to  live.  Harvard  classics,  vol.  42, 
p.  1039;  vol.  11,  p.  6. 

15.  Mystery  of  life  and  beauty  in  nature  a great  theme  with  poets. 

16.  Poets  interpret  science  from  its  life  essence,  not  from  its  facts.  Nature 

a symbol.  Harvard  classics,  vol.  5,  pp.  175,  177;  vol.  41,  p.  653. 

The  best  results  cannot  be  secured  unless  at  least  a few  of  the  above 
topics  and  suggestions  on  the  preceding  page  are  worked  out  in  more  or  less 
detail. 


CHAPTER 


(For  number  see  contents) 


Subject Dewey  number  (hundreds)  * 

Magazines,  dictionaries  or  encyclopaedias,  reports  of  special  societies,  and 
other  publications,  are  generally  issued  for  important  subjects.  The  paragraph 
below  illustrates  how  the  Dewey  classification  provides  for  such  needs. 

Fill  in  the  following,  except  for  Chapters  1-4,  by  consulting  the  last  para- 
graph of  the  Introduction.  Replace  the  dash  before  the  0,  in  the  hundreds 
place,  by  the  hundred  number  representing  this  subject  in  Dewey.* 


—01 


—05 


—02. 


—06. 


—03 —07. 

—04 —08. 


—09. 


Fill  in  subdivisions  of  tens,  under 

Replace  the  dash  in  the  hundreds  place  with  the  hundred  number  representing 
this  subject,  in  Dewey.* 


—10. 


—50. 


—20 —60. 

—30 —70. 


—40. 


—80. 


—90 

Eacn  of  the  above  tens  is  again  sub-divided  into  units;  in  many  large 
libraries  the  division  extends  into  decimals.  Consult  Dewey  for  detailed 
numbers. 

For  general  book  selection  under  each  subject  follow  the  directions  given 
in  Reference  guides  pages  136-139.  Note  especially  numbers  1 and  11.  If 
books  for  children  are  desired,  note  numbered  lists  under  paragraph  4,  and 
also  numbers  12  and  13. 

For  directions  as  to  how  to  find  terms  used  in  most  subjects,  and  great 
leaders  in  them,  see  Guides  page  70,  number  8 and  p.  79;  23e. 

For  an  index  to  a series  of  books  carefully  selected  by  professors  in 
Harvard  University,  representing  many  fields  of  knowledge,  see  index  to 
Harvard  classics,  volume  50.  This  is  an  exhaustive  index  of  works  ranging 
over,  many  ages,  and  representing  many  different  points  of  view.  For  list  of 
classics  selected  to  represent  most  subjects  see  vol.  50,  pages  17-72. 

For  experience  in  indexing,  indicate  how  a few  of  the  topics  under  the 
different  subjects  would  be  entered  in  an  index  if  this  note  book  were  written 
as  a complete  book  for  publication. 

Examine  as  many  books  on  each  subject  as  are  available  and  desirable, 
simply  to  enlarge  the  conception  of  the  extent  of  the  subject,  and  to  become 
accustomed  to  grasping  the  purport  of  books  through  their  tables  of  contents. 
Make  frequent  visits  to  public  libraries;  browse  among  books,  but  always  with 
the  consciousness  that  browsing  and  study  are  as  different  as  is  riding  through 
a country  from  living  in  a settled  place;  each  has  its  advantages  and  its  dfs- 
advantages. 

* For  table  of  Dewey  numbers  see  page  following  Introduction. 


( 


< 


( 


Topics  under  Useful  Arts: 

There  is  no  better  ballast  for  keeping  the  mind  on  its  keel,  and  of  saving 
it  from  crankiness,  than  business. — Lowell:  Among  my  books;  New  England. 

1.  Develpoment  and  history  of  the  medical  useful  arts:  many  branches  of 

same,  comparatively  recent.  Harvard  classics,  vol.  33,  p.  42;  vol.  50, 
p.  46;  vol.  38,  p.  4. 

2.  Growth  of  business  methods;  advertising;  shorthand;  printing;  office 

equipment. 

Can  business  be  honest? 

3.  Business  chemistry;  matches;  acids;  soap;  beverages;  foods. 

4.  Engineering;  mechanical;  electrical;  mining;  canals;  bridges. 

5.  Agriculture;  United  States  Department  of;  (Guides  p.  145-146)  also  State 

Departments  and  State  Experimental  Stations.  Growth  of,  importance 
of,  pleasure  in.  Harvard  classics,  vol.  5,  p.  52;  vol.  9,  p.  64  (15);  vol.  37, 
p.  187. 

6.  Publications  of  the  Patent  Office  of  the  United  States  of  great  interest. 

7.  Domestic  science;  mechanic  trades;  commerce;  machinery.  Harvard 

classics,  vol.  5,  pp.  50,  86,  415;  vol.  1,  pp.  204,  406  (186-7);  vol.  27,  p.  370; 
vol.  10,  p.  15;  vol.  30,  p.  190. 

8.  Industrial  history;  moving  pictures  of  great  industries. 

The  best  results  cannot  be  secured  unless  at  least  a few  of  the  above 
topics  and  suggestions  on  the  preceding  page  are  worked  out  in  more  or  less 
detail. 


Subject. 


CHAPTER 


..  (For  number  see  contents) 
Dewey  number  (hundreds)  * 


Magazines,  dictionaries  or  encyclopaedias,  reports  of  special  societies,  and 
other  publications,  are  generally  issued  for  important  subjects.  The  paragraph 
below  illustrates  how  the  Dewey  classification  provides  for  such  needs. 

Fill  in  the  following,  except  for  Chapters  1-4,  by  consulting  the  last  para- 
graph of  the  Introduction.  Replace  the  dash  before  the  0,  in  the  hundreds 
place,  by  the  hundred  number  representing  this  subject  in  Dewey.* 


—01 


—05 


—02 - —06. 

—03 —07. 


—04. 


—08. 


—09. 


Fill  in  subdivisions  of  tens,  under 

Replace  the  dash  in  the  hundreds  place  with  the  hundred  number  representing 
this  subject,  in  Dewey.* 


—10. 


—20. 

—30. 

—40. 


—50. 

—60. 

—70. 

—80. 


—90 

Eacn  of  the  above  tens  is  again  sub-divided  into  units;  in  many  large 
libraries  the  division  extends  into  decimals.  Consult  Dewey  for  detailed 
numbers. 

For  general  book  selection  under  each  subject  follow  the  directions  given 
in  Reference  guides  pages  136-139.  Note  especially  numbers  1 and  11.  If 
books  for  children  are  desired,  note  numbered  lists  under  paragraph  4,  and 
also  numbers  12  and  13. 

For  directions  as  to  how  to  find  terms  used  in  most  subjects,  and  great 
leaders  in  them,  see  Guides  page  70,  number  8 and  p.  79;  23e. 

For  an  index  to  a series  of  books  carefully  selected  by  professors  in 
Harvard  University,  representing  many  fields  of  knowledge,  see  index  to 
Harvard  classics,  volume  50.  This  is  an  exhaustive  index  of  works  ranging 
over  many  ages,  and  representing  many  different  points  of  view.  For  list  of 
classics  selected  to  represent  most  subjects  see  vol.  50,  pages  17-72. 

For  experience  in  indexing,  indicate  how  a few  of  the  topics  under  the 
different  subjects  would  be  entered  in  an  index  if  this  note  book  were  written 
as  a complete  book  for  publication. 

Examine  as  many  books  on  each  subject  as  are  available  and  desirable, 
simply  to  enlarge  the  conception  of  the  extent  of  the  subject,  and  to  become 
accustomed  to  grasping  the  purport  of  books  through  their  tables  of  contents. 
Make  frequent  visits  to  public  libraries;  browse  among  books,  but  always  with 
the  consciousness  that  browsing  and  study  are  as  different  as  is  riding  through 
a country  from  living  in  a settled  place;  each  has  its  advantages  and  its  dis- 
advantages. 

* For  table  of  Dewey  numbers  see  page  following  Introduction. 


Topics  under  Fine  Arts: 

Fine  art  is  that  in  which  the  hand,  the  head,  and  the  heart  go  together 
. . . . thus  bringing  out  the  whole  man — Ruskin:  Lectures  on  art;  Unity. 

1.  Life  acquires  high  values  when  beauty  is  seen.  Harvard  classics,  vol.  5, 

p.  311. 

2.  Deep  response  to  music  or  poetry  argues  a thirst  in  man  to  reach  a Beauty 

above  himself.  Harvard  classics,  vol.  28,  p.  389. 

3.  Poets  frequently  pay  tribute  to  other  artists: 

To  poets,  e.  g. : 

Wordsworth’s  sonnets  to  Shakespeare;  Milton. 

Longfellow’s  sonnets  to  Shakespeare;  Milton;  Keats;  Dante. 
Shelley  to  Keats.  (Adonais.) 

Browning  to  Mrs.  Browning;  (Dedication  of  the  Ring  and  the  Book). 
To  musicians,  e.  g. : 

Lanier  to  Beethoven;  Wagner. 

Browning:  Abt  Vogler. 

To  artists,  e.  g. : 

Browning:  Andrea  del  Sarto. 

Browning  has  written  many  art  poems. 

4.  Music,  the  youngest  of  the  arts;  is  it  the  fartherest  reaching? 

5.  Permanent  effect  of  seeing  or  hearing  or  thinking  or-  reading  something 

beautiful  every  day. 

6.  Responsibility  of  citizens  in  keeping  public  buildings,  streets,  and  general 

surroundings,  beautiful. 

7.  Duty  of  training  ourselves  to  know  good  art.  Harvard  classics,  vol.  28, 

p.  157  (79). 

8.  Lowering  effect  of  popular  colored  supplements. 

9.  Easy  access  to  good  music  through  the  Victrola;  reproductions  of 

paintings  and  inexpensive  prints.  (See  Guides,  p.  109,  for  firms  handling 
prints.) 

10.  Valuable  table  of  architecture  in  a Standard  or  a Webster  dictionary. 

11.  Illustrators  for  children;  magazines;  books. 

The  best  results  cannot  be  secured  unless  at  least  a few  of  the  above 
topics  and  suggestions  on  the  preceding  page  are  worked  out  in  more  or  less 

detail. 


I 


s 


CHAPTER 


(For  number  see  contents) 


Subject Dewey  number  (hundreds)  * 

Magazines,  dictionaries  or  encyclopaedias,  reports  of  special  societies,  and 
other  publications,  are  generally  issued  for  important  subjects.  The  paragraph 
below  illustrates  how  the  Dewey  classification  provides  for  such  needs. 

Fill  in  the  following,  except  for  Chapters  1-4,  by  consulting  the  last  para- 
graph of  the  Introduction.  Replace  the  dash  before  the  0,  in  the  hundreds 
place,  by  the  hundred  number  representing  this  subject  in  Dewey.* 


—01 —05. 

—02 .. —06. 

—03 : —07. 

—04 —08. 


—09 

Fill  in  subdivisions  of  tens,  under...  

Replace  the  dash  in  the  hundreds  place  with  the  hundred  number  representing 
this  subject,  in  Dewey.* 

—10 —50 


—20 —60. 

—30 —70. 


— 40. 


— 80. 


— 90 

Eacn  of  the  above  tens  is  again  sub-divided  into  units;  in  many  large 
libraries  the  division  extends  into  decimals.  Consult  Dewey  for  detailed 
numbers. 

For  general  book  selection  under  each  subject  follow  the  directions  given 
in  Reference  guides  pages  136-139.  Note  especially  numbers  1 and  11.  If 
books  for  children  are  desired,  note  numbered  lists  under  paragraph  4,  and 
also  numbers  12  and  13. 

For  directions  as  *to  how  to  find  terms  used  in  most  subjects,  and  great 
leaders  in  them,  see  Guides  page  70,  number  8 and  p.  79;  23e. 

For  an  index  to  a series  of  books  carefully  selected  by  professors  in 
Harvard  University,  representing  many  fields  of  knowledge,  see  index  to 
Harvard  classics,  volume  50.  This  is  an  exhaustive  index  of  works  ranging 
over  many  ages,  and  representing  many  different  points  of  view.  For  list  of 
classics  selected  to  represent  most  subjects  see  vol.  50,  pages  17-72. 

For  experience  in  indexing,  indicate  how  a few  of  the  topics  under  the 
different  subjects  would  be  entered  in  an  index  if  this  note  book  were  written 
as  a complete  book  for  publication. 

Examine  as  many  books  on  each  subject  as  are  available  and  desirable, 
simply  to  enlarge  the  conception  of  the  extent  of  the  subject,  and  to  become 
accustomed  to  grasping  the  purport  of  books  through  their  tables  of  contents. 
Make  frequent  visits  to  public  libraries;  browse  among  books,  but  always  with 
the  consciousness  that  browsing  and  study  are  as  different  as  is  riding  through 
a country  from  living  in  a settled  place;  each  has  its  advantages  and  its  dis- 
advantages. 

* For  table  of  Dewey  numbers  see  page  following  Introduction. 


Topics  under  Literature: 

A book  is  the  precious  life-blood  of  a master  spirit,  treasured  up  on 
purpose  to  a life  beyond  life. — Milton:  Areopagitica. 

1.  A nation’s  literature,  one  of  the  best  comments  upon  its  history.  Harvard 

classics,  vol.  39,  p.  433. 

2.  Beautiful  thoughts  draw  to  themselves  beautiful  forms  of  expression. 

3.  What  constitutes  a classic?  Harvard  classics,  vol.  32,  p.  129. 

4.  Need  of  developing  a taste  so  sound  that  all  harmful  distractions  from  the 

absorbing  and  prevalent  and  commercial  mediocre  may  be  avoided. 
Coleridge  asserts  that  too  much  reading  of  this  character,  and  too  close 
a confinement  of  one’s  choice  to  magazines,  reviews,  criticisms,  and 
newspapers,  fairly  harms  the  mind.  (And  this  remark  was  made  over 
one  hundred  years  ago.) 

5.  Children’s  story  hour  in  our  public  libraries  doing  much  to  develop  a taste 

for  the  best.  Leads  to  reading  clubs  and  use  of  libraries  in  later  life. 

6.  Function  of  the  drama  to  reveal  the  human  heart  to  itself  by  showing 

under  imaginary  circumstances,  the  laws  upon  which  it  acts,  and  thus 
to  cleanse  it  or  to  inspire  it,  as  it  were,  by  proxy.  The  same  is  true  of 
fiction.  Therefore  it  is  imperative  that  the  work  be  in  the  hands  of  a 
master,  to  guard  against  the  acceptance  of  false  ideas  regarding  the  true 
working  of  the  laws  of  life.  Harvard  classics,  vol.  18,  p.  277.  (For  a 
list  of  the  dramas  selected  in  this  series,  see  vol.  50,  p.  61.)  (Preface  to 
the  first  edition  of  Shakespeare’s  plays,  urging  purchase.  Harvard 
classics,  vol.  39,  p.  155.) 

7.  From  childhood  to  old  age,  the  mind  seems  to  require  a story,  which,  in 

other  words,  is  merely  an  illustration.  Parables,  mythologies,  legends 
are  stories  illustrating  truths. 

8.  Real  poets  divine  the  highest  truths,  and  seem  to  have  a vision  of  a spiritual 

realm  into  which  the  intellect  cannot  enter.  Harvard  classics,  vol.  27, 
p.  370-3;  vol.  39,  p.  416. 

9.  Essays:  an  extremely  valuable  form  of  literature;  usually  short,  abstract 

in  style,  and  masterful  in  language.  They  may  be  written  upon  almost 
any  subject;  humor,  philosophy,  religion,  politics,  and  many  others. 
For  a list  of  essays  selected  as  representive  in  the  world’s  literature,  see 
Harvard  classics,  vol.  50,  p.  66. 

The  best  results  cannot  be  secured  unless  at  least  a few  of  the  above 
topics  and  suggestions  on  the  preceding  page  are  worked  out  in  more  or  less 
detail. 


CHAPTER 


(For  number  see  contents) 


Subject Dewey  number  (hundreds)  * 

Magazines,  dictionaries  or  encyclopaedias,  reports  of  special  societies,  and 
other  publications,  are  generally  issued  for  important  subjects.  The  paragraph 
below  illustrates  how  the  Dewey  classification  provides  for  such  needs. 

Fill  in  the  following,  except  for  Chapters  1-4,  by  consulting  the  last  para- 
graph of  the  Introduction.  Replace  the  dash  before  the  0,  in  the  hundreds 
place,  by  the  hundred  number  representing  this  subject  in  Dewey.* 

—01 —05 

—02 —06 


— 03 — 07. 

—04 —08. 


—09. 


Fill  in  subdivisions  of  tens,  under 

Replace  the  dash  in  the  hundreds  place  with  the  hundred  number  representing 
this  subject,  in  Dewey.* 


—10 —50. 

—20 —60. 


—30 —70. 

—40 —80. 


—90 

Eacn  of  the  above  tens  is  again  sub-divided  into  units;  in  many  large 
libraries  the  division  extends  into  decimals.  Consult  Dewey  for  detailed 
numbers. 

For  general  book  selection  under  each  subject  follow  the  directions  given 
in  Reference  guides  pages  136-139.  Note  especially  numbers  1 and  11.  If 
books  for  children  are  desired,  note  numbered  lists  under  paragraph  4,  and 
also  numbers  12  and  13. 

For  directions  as  to  how  to  find  terms  used  in  most  subjects,  and  great 
leaders  in  them,  see  Guides  page  70,  number  8 and  p.  79;  23e. 

For  an  index  to  a series  of  books  carefully  selected  by  professors  in 
Harvard  University,  representing  many  fields  of  knowledge,  see  index  to 
Harvard  classics,  volume  50.  This  is  an  exhaustive  index  of  works  ranging 
over  many  ages,  and  representing  many  different  points  of  view.  For  list  of 
classics  selected  to  represent  most  subjects  see  vol.  50,  pages  17-72. 

For  experience  in  indexing,  indicate  how  a few  of  the  topics  under  the 
different  subjects  would  be  entered  in  an  index  if  this  note  book  were  written 
as  a complete  book  for  publication. 

Examine  as  many  books  on  each  subject  as  are  available  and  desirable, 
simply  to  enlarge  the  conception  of  the  extent  of  the  subject,  and  to  become 
accustomed  to  grasping  the  purport  of  books  through  their  tables  of  contents. 
Make  frequent  visits  to  public  libraries;  browse  among  books,  but  always  with 
the  consciousness  that  browsing  and  study  are  as  different  as  is  riding  through 
a country  from  living  in  a settled  place;  each  has  its  advantages  and  its  dfs- 
advantages. 

* For  table  of  Dewey  numbers  see  page  following  Introduction. 


Topics  under  History: 

As  we  read  (history)  we  must  become  Greeks,  Romans,  Turks,  priest  and 
king,  martyr  and  executioner;  must  fasten  these  things  to  some  reality  in  our 
own  experience,  or  we  shall  see  nothing,  learn  nothing,  keep  nothing. 

Emerson:  Essay  on  history. 

1.  The  true  history  of  a nation  embodies  a consideration  of  the  life  of  its 

people  in  all  directions:  commerce;  invention;  literature;  government; 
social  customs;  language;  race,  art;  and  any  other  expressions  of 
activity. 

2.  Travel  enlarges  one’s  appreciation  of  history;  has  advantages  and  dis- 

advantages. Harvard  classics,  vol.  34,  p.  8;  vol.  50,  p.  52. 

3.  Place  of  geography  in  history.  Harvard  classics,  vol.  30,  p.  339. 

4.  Making  history  at  present,  though  it  is  difficult  to  see  its  trend,  having 

no  perspective. 

5.  History  of  great  movements  locked  up  in  the  biography  of  important 

leaders.  Harvard  classics,  vol.  5,  p.  72;  vol.  50,  p.  64. 

6.  Biography  a delightful  way  of  reading  history. 

Auto-biographies;  biographies  by  members  of  family;  by  personal 
friends;  by  contemporaries;  by  students  of  subject. 

Letters  and  journals  constitute  a kind  of  unconscious  auto-biography. 

7.  Historical  fiction  enlivens  history  by  imagination;  danger  of  prejudice  in 

presenting  history  or  fiction,  or  biography. 

8.  Legends,  fables,  mythology,  to  be  considered  in  connection  with  early 

history  of  a people. 

9.  Men  are  very  much  alike  in  their  human  nature  in  all  ages  and  nations. 

Harvard  classics,  vol.  37,  p.  374. 

10.  Historical  epitomes,  charts,  atlases.  Source  books. 

11.  Hegel:  end  of  history  is  consciousness  of  spiritual  freedom. 

Study:  Reference  guides,  Current  events,  dates:  Pages  116-123. 

The  best  results  cannot  be  secured  unless  at  least  a few  of  the  above 
topics  and  suggestions  on  the  preceding  page  are  worked  out  in  more  or  less 
detail. 


